[article]
Titre : |
Iterative redesign of a caregiver-mediated intervention for use in educational settings |
Type de document : |
Texte imprimé et/ou numérique |
Auteurs : |
Karen BEARSS, Auteur ; Daina M. TAGAVI, Auteur ; Aaron R. LYON, Auteur ; Jill LOCKE, Auteur |
Article en page(s) : |
p.666-677 |
Langues : |
Anglais (eng) |
Mots-clés : |
Autism Spectrum Disorder/therapy Caregivers Child Humans Parents Schools Students autism spectrum disorders community involvement disruptive behavior implementation interventions iterative redesign usability Inc., Genial Care, Inc., and Behavioural Solutions, Inc. She also receives royalties from Oxford University Press and speaker fees from ABAC, Inc. Daina Tagavi, Aaron Lyon, and Jill Locke declare that they have no conflict of interest. |
Index. décimale : |
PER Périodiques |
Résumé : |
Teachers often report concerns about behavior challenges in their students with autism spectrum disorder (ASD) in the school setting. Furthermore, teachers often report that they do not have adequate training in how to manage these challenging behaviors effectively. The RUBI program is an intervention initially developed for parents of children with ASD and co-occurring challenging behavior in clinic settings. The present project used school staff input to systematically redesign RUBI to be used with educators in schools. School staff gave input at multiple stages of development to ensure the adapted intervention was appropriate to use in a school setting. Responses were coded and analyzed to identify strengths and weaknesses of the RUBI manual in schools and adaptations were made accordingly. Scores of how appropriate, possible, likable, and usable RUBI would be in schools rose after the intervention was redesigned. The redesigned RUBIES manual may give school staff the tools they need to manage disruptive behaviors. In addition, collaborating with providers over multiple stages to redesign established interventions for new contexts may be a promising way to help bring research tools to practice in the future. |
En ligne : |
https://dx.doi.org/10.1177/13623613211066644 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 |
in Autism > 26-3 (April 2022) . - p.666-677
[article] Iterative redesign of a caregiver-mediated intervention for use in educational settings [Texte imprimé et/ou numérique] / Karen BEARSS, Auteur ; Daina M. TAGAVI, Auteur ; Aaron R. LYON, Auteur ; Jill LOCKE, Auteur . - p.666-677. Langues : Anglais ( eng) in Autism > 26-3 (April 2022) . - p.666-677
Mots-clés : |
Autism Spectrum Disorder/therapy Caregivers Child Humans Parents Schools Students autism spectrum disorders community involvement disruptive behavior implementation interventions iterative redesign usability Inc., Genial Care, Inc., and Behavioural Solutions, Inc. She also receives royalties from Oxford University Press and speaker fees from ABAC, Inc. Daina Tagavi, Aaron Lyon, and Jill Locke declare that they have no conflict of interest. |
Index. décimale : |
PER Périodiques |
Résumé : |
Teachers often report concerns about behavior challenges in their students with autism spectrum disorder (ASD) in the school setting. Furthermore, teachers often report that they do not have adequate training in how to manage these challenging behaviors effectively. The RUBI program is an intervention initially developed for parents of children with ASD and co-occurring challenging behavior in clinic settings. The present project used school staff input to systematically redesign RUBI to be used with educators in schools. School staff gave input at multiple stages of development to ensure the adapted intervention was appropriate to use in a school setting. Responses were coded and analyzed to identify strengths and weaknesses of the RUBI manual in schools and adaptations were made accordingly. Scores of how appropriate, possible, likable, and usable RUBI would be in schools rose after the intervention was redesigned. The redesigned RUBIES manual may give school staff the tools they need to manage disruptive behaviors. In addition, collaborating with providers over multiple stages to redesign established interventions for new contexts may be a promising way to help bring research tools to practice in the future. |
En ligne : |
https://dx.doi.org/10.1177/13623613211066644 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 |
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